@article{Dunn-Jensen_Osland_Wells_2021, title={To Understand You, I Need to Know Me: : Approximating the Study Abroad Experience Utilizing Assessment as Learning in a Glocal Classroom}, volume={33}, url={https://frontiersjournal.org/index.php/Frontiers/article/view/520}, DOI={10.36366/frontiers.v33i1.520}, abstractNote={<p>Due to Covid-19 and the inaccessibility of study abroad for some students, we successfully tested an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning. Over a 15-week course, the GC replicated the work context and job demands of expert global leaders and developed global skills via activities and simulations. Pre-posttest measures of the Intercultural Effectiveness Scale (IES) found significant improvement in all dimensions. Students with prior international experience had higher pre-test results in the world orientation and relationship development dimensions; however, students without study abroad experience approximated those results in their post-test assessment, apparently as a result of the GC. Quantitative and qualitative findings suggest that assessment, self-awareness, self-directed PDPs, well-designed simulations, receiving and giving extensive feedback, and reflection can be effective methods for moving the needle on intercultural competencies without a physical international experience.</p>}, number={1}, journal={Frontiers: The Interdisciplinary Journal of Study Abroad}, author={Dunn-Jensen, Linda and Osland, Joyce and Wells, Pamela}, year={2021}, month={Feb.}, pages={206–230} }